Back to School Maths Night 040219 Aim helping

Back to School Maths Night 04/02/19

Aim: helping to make your child become a confident mathematician

Understanding is Key Ø Ø Ø Emphasis has shifted from ‘how’ to do a sum to being much more about ‘why’. Moving away from the purely learning by rote to understanding. We work on embedding good number knowledge and knowing number facts to enable a greater understand of how numbers work.

There’s more than one way… …to get to the right answer. Ø Ø As long as the answer is right- there is no right or wrong way. Our job is to help children work out the best way for them. An efficient method and one that helps them with their understanding. In one classroom you could see many different methods being taught and employed to solve one problem. Having a range of methods helps children

Keeping it Practical Ø Ø Ø CPA Using equipment e. g. ruler as a number line not just to draw straight lines. Not just sums! Lots of problem solving, activities challenges, practical sessions.

Concrete Pictorial Abstract

Concrete representation The enactive stage - a student is first introduced to an idea or a skill by acting it out with real objects. In division, for example, this might be done by separating apples into groups of red ones and green ones or by sharing 12 biscuits amongst 6 children. This is a 'hands on' component using real objects and it is the foundation for conceptual understanding.

Pictorial representation The iconic stage - a student has sufficiently understood the hands-on experiences performed and can now relate them to representations, such as a diagram or picture of the problem. In the case of a division exercise this could be the action of circling objects.

Abstract representation The symbolic stage - a student is now capable of representing problems by using mathematical notation (digits and symbols) for example: 12 ÷ 2 = 6 This is the stage where aim for the children to end up, as it is how we most efficiently represent mathematical problems and solutions.

Help! Maths is all around us and at home make maths real and part of everyday life. time, cooking, shopping, shape, money, time tables, fractions, problem solving, When helping: • Don’t just tell the answer or say how to do it. • Give prompts. • Ask questions- how would you do it? Can you break the numbers down? • It’s all about working out what the problem

A Wall Ø Ø Ø Maths Learning is like building a wall. Children learn lots of different individual skills which like individual bricks build up together to make a proficient mathematician. If a brick is wobbly or loose it may be specific skill that needs to be retaught or improved to strengthen the whole wall.

And finally- Never Say… “I’m bad at Maths!” Remember you are your child’s biggest role model so saying this may make them feel it is okay for them to be bad at Maths and therefore that they do not need to try.

When helping your child at home, don’t forget… o Maths today is about understanding number patterns, not learning by rote. o Saying "I was bad as maths too" is one of the worst things you can do as it lowers children’s own expectations of themselves. o There is always more than one way to get the right answer. o Children are taught mental strategies, like using number lines, to figure problems out in their heads but encouraged to ‘jot’ down if they need to. o When helping ‘ask’ rather than ‘tell’ to

National Curriculum • The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. • By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. • Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.

Addition • Using a number line: 285 + 57 = 342 + 50 285 + 7 335 342

Addition • Using expanded vertical: 336 + 87 = 423 3 3 6 8 7 + 1 3 (6 + 7) 1 1 0 (30 + 80) 3 0 0 (300 + 0) 4 2 3

Addition • Using compact vertical: 2, 374 + 248 = 2, 622 2 3 7 4 2 4 8 + 2 6 2 2 1 1 Year 4

Subtraction Adding on • Using a number line: 141 - 89 = + 41 + 11 89 141 100 141 89 ?

773 – 458 = H 700 T 70 60 U (10+3 =) 13 400 50 8 300 10 5

Subtraction • Using compact method: (exchanging Ts and Hs) 67 12 13 -4 5 8 2 6 5 Year 4 Top Tip: Ask yourself! Can I take away 8 from 3?

Multiplication • Using partitioning: Arrays 13 x 4 10 x 4 = 40 3 x 4 = 12 14 x 6 = 84 10 x 6 = 60 4 x 6 = 24 60 + 24 = 84

Multiplication • Using compact grid method: 43 x 6 = 258 X 6 40 240 (6 x 40 = 240) 3 18 (3 x 6 = 18) 258 Top Tip: Magic Finger! Hide the zero.

Multiplication • Using expanded vertical: 65 x 4 65 4 x 20 (4 x 5) 240 (4 x 60) 260 Moving to compact

Division • Using number lines: 33 ÷ 5 = 6 r. 3 (counting in 5’s) 0 5 10 15 20 25 30 35

Division • Using chunking: 96 ÷ 7 = 13 r. 5 √ 96 70 (7 x 10) 26 21 (7 x 3) 05

Much of this relies on… • Time tables

Something that hasn’t changed! Learning time tables The methods to learning them have changed but the impact they have on all areas of maths is immense. Confidence in knowing your tables leads to confidence in all maths especially when children realise that most things link to tables- fractions, division,